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AOHT Sustainable Tourism

Lesson 13The Culminating Project Pitch

In this lesson, students create the multimedia pitch for their project business. They evaluate a range of relevant pitches from crowdfunding websites as well as an example project pitch. They consider how their interview results can inform what they include in their own pitches. Finally, they allocate pitch development roles in order to create their project pitches. Students also finalize their business proposals and turn them in at the end of this lesson.

Advance Preparation Determine how you want students to create their pitches for the final project presentation.

Students can create a PowerPoint pitch slideshow and record voiceover, or students can create a pitch video. Choose whichever one is best suited to your students, your available equipment, and the amount of time you can spend on the assignment. This lesson plan is written to accommodate the use of PowerPoint to create a pitch slideshow with recorded voiceover, since that is an easier option for many teachers and students.

If you are doing the PowerPoint pitch with recorded voiceover, each group will need a quiet area to create the audio recording for their presentation during Class Periods 7 and (possibly) 8. Prior to Class Period 7, you may wish to select designated areas at your school where groups can work on their recordings in quiet spaces, without background noise. If your students are creating a video pitch, they may need much more time in a quiet location as they film their videos.

Be prepared to show brief videos in Lesson 1. See Teacher Resource 13.1, Guide: Three Corners, for more information.

Each group will need a computer with PowerPoint or similar software in Class Periods 4–9, word processing software in Class Periods 8 and 9, and Internet access in Class Periods 4–5 and 8–9.

You may wish to provide additional copies of Student Resources 12.2 and 12.3 (on executive summaries), since students revisit that assignment during Class Periods 8 and 9.

This lesson is expected to take 9 class periods.

Lesson FrameworkLearning ObjectivesEach student will:

Copyright © 2009–2016 NAF. All rights reserved.

AOHT Sustainable TourismLesson 13 The Culminating Project Pitch

Characterize the qualities of an effective multimedia pitch Develop a multimedia pitch for a sustainable HT business Identify any uncertainty he or she has about the culminating project

Academic StandardsThe relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).

Act as a responsible and contributing citizen and employee (Common Career Technical Core 2012, Career Ready Practices 1)

Consider the environmental, economic, and social impacts of decisions (Common Career Technical Core 2012, Career Ready Practices 5)

Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)

Utilize problem-solving skills to address a real world opportunity to help create healthier ecosystems and communities while protecting or increasing organizational health (Career Cluster Green/Sustainability Knowledge and Skills Statements 2012, All Career Clusters Statement 4)

Analyze the added value of products or services in the marketplace when green and sustainability-based practices are featured (Career Cluster Green/Sustainability Knowledge and Skills Statement 2012, Agribusiness Systems Statement 4)

AssessmentAssessment Product Means of Assessment

Business proposal (culminating project component)

Rubric: Business Proposal (Teacher Resource 13.4)

Prerequisites Completed elements of business proposal for culminating project Familiarity with PowerPoint, presentation software, or video editing

Instructional Materials Teacher Resources

Teacher Resource 13.1, Guide: Three Corners Teacher Resource 13.2, Rubric: Multimedia Pitch Teacher Resource 13.3, Presentation: Example Pitch (separate PowerPoint file) Teacher Resource 13.4, Rubric: Business Proposal Teacher Resource 13.5, Key Vocabulary: The Culminating Project Pitch Teacher Resource 13.6, Bibliography: The Culminating Project Pitch

Copyright © 2009–2016 NAF. All rights reserved. 2


Student Resources Student Resource 13.1, Reading: Tips for a Great Pitch Student Resource 13.2, Outline: Organize Your Ideas Student Resource 13.3, Planner: Creating Your Pitch Student Resource 13.4, Audio: Recording Your Narration

Equipment and Supplies LCD projector and computer for PowerPoint presentation Whiteboard, blackboard, or flip chart Computers with Internet access and Microsoft Office software, one per group

Lesson StepsStep Min. Activity

CLASS PERIOD 1

1 25 Three Corners: Pitch VideosStudents begin to think about what makes an effective pitch by looking at examples of pitches on crowdfunding websites and discussing why they would or would not fund those projects.

Before class, review Teacher Resource 13.1, Guide: Three Corners, to familiarize yourself with the activity. Select three videos from the list that you think are a good fit for your class, or choose your own videos from Kickstarter or Indiegogo. Make arrangements to screen the videos for your students. Create three signs to represent the three projects you chose and post those signs around the room. Also before class begins, make copies of Teacher Resource 13.2, Rubric: Multimedia Pitch, one per student.

At the start of class, ask students if they are familiar with Kickstarter or if they have heard the term crowdfunding. As necessary, explain that the idea of crowdfunding means using small donations from a large number of people to come up with the money necessary for a specific project or business. Websites like Kickstarter and Indiegogo exist as a way for people to promote their projects and hopefully attract crowdfunding.

Explain that students are going to see three videos from projects seeking crowdfunding. Ask students to imagine they are going to contribute money to one of the projects. As they view the videos, ask students to think about which project they would support and



Step Min. Activity

why.

Show the videos. When students have viewed all three, ask students to vote on which project they would support by moving to the sign that represents that project. Once students have moved to the appropriate sign, ask them to talk to the other students who chose that same project and discuss the following question:

Why did you pick this project?

Allow a few minutes for students to discuss in groups. Then ask for volunteers to share their thoughts aloud. Try to move students past their personal considerations (e.g., “I like how those sneakers look, so I would support that project.”) and ask them to focus on the pitch. What about the pitch caught their attention or convinced them? Generate a list on the board.

Students may mention the following:

An appealing concept, cause, or idea A product that’s already been tested or tried out People who know what they’re doing Specific details about how the project would work

Once the list has been generated, ask students to return to their seats and copy it into their notebooks. Explain that in this lesson, students are going to put together the final pieces of the project, including a pitch that might convince people to help them launch their business. This list of “qualities of an effective pitch” that they just created will help them create their own effective pitch during this lesson.

2 25 Culminating Project Work: Example PitchStudents consider an example pitch for a sustainable HT business and familiarize themselves with the rubric for their project pitch.

Distribute the copies of Teacher Resource 13.2, Rubric: Multimedia Pitch, to students. Explain that this is how their pitch will be evaluated. Ask students to look over the rubric and identify anything that is similar to the list of “qualities of an effective pitch” that they just generated. Students should be able to identify several similarities.

Next, show students Teacher Resource 13.3, Presentation: Example Pitch (separate PowerPoint file). As they view the example, ask students to use the rubric to evaluate it.

When they have finished, discuss the example pitch with students. Use this opportunity to clear up any misunderstandings students have about the rubric. Then ask students to think about the example pitch they saw and the pitch videos they watched earlier in the class period. Ask students to identify similarities and differences between the Kickstarter pitches and the Example Pitch. If students don’t mention it, note that the biggest difference between them is that the Example Pitch does not address any financial information or directly ask for financial support. Point out that they are participating in an ideas fair, not a crowdfunding activity, so they do not need to include the financial details or requests.

Invite volunteers to share which style of pitch (video or slideshow) they liked best and why. Explain to students how you expect them to create their pitches (see Advance Preparation). If you will offer students a choice, discuss the pros and cons of each option. If you will not offer students a choice, take some time to discuss how students



Step Min. Activity

can get some of the same effects or results, no matter which method they use. For example, if students liked a video pitch because it showed them images of the people who will benefit from the project, point out that students could take photographs and insert them into their slideshow as well.

At the end of the period, remind students that in the next class period they will need to bring in the results of their interviews. If you wish to assess students’ interview notes, make sure to tell them that in advance. Point out that the interviews should be able to help students identify some important details they might want to include in their pitches.

CLASS PERIOD 2

3 20 Culminating Project Work: Compiling Interview ResultsStudents take time to discuss the results of their community interviews and consider how to use that information to shape their pitches.

Ask students to move into their project groups and share the results of their interviews. Students should have asked some of the same questions, so they can begin by discussing those questions and the answers they received from various interviewees. Students should then continue by discussing questions and answers that were unique to specific interviewees.

As students share their information with their project groups, post the following prompts on the board or a sheet of chart paper:

The most important (or interesting or useful) thing I learned from this interview was…

One thing I learned in the interview that I think should affect our pitch is…

After students have shared their questions and answers, instruct each student to complete these two prompts in his or her notebook. Once students have completed the prompts, ask them to share their responses with the rest of their project group. Tell each group that they should make a list of the things they learned from their interviews that they wish to incorporate into their pitches.

You may want to gauge student understanding by assessing the students’ interview notes on a credit/no-credit basis.

4 15 Culminating Project Work: Summarizing Qualities of Effective PitchesStudents read a summary of effective pitch characteristics before coming up with their initial ideas for their pitch.

Organize students into their project groups. Ask them to read Student Resource 13.1, Reading: Tips for a Great Pitch. Give students a few minutes to come up with their own tips, which they are to write down at the end of the reading. Encourage them to refer back to the “qualities of a good pitch” list they created earlier in this lesson, or ask them to use the multimedia pitch rubric (Teacher Resource 13.2) to help them think of other tips to add.

Invite students to share their own ideas on how to make a good pitch.



Step Min. Activity

Tell students that they are now well prepared to begin working on their own pitches.

5 15 Culminating Project Work: Developing Initial Pitch IdeasStudents begin planning their pitches.

Refer students to Student Resource 13.2, Outline: Organize Your Ideas. Instruct students to complete the first section (First Thoughts). This gives students an opportunity to write down their initial thoughts and ideas about their pitch, based on the example pitches they have seen and their own ideas about their project.

Ask students to share their first thoughts with their group mates and to circle those that more than one person wrote down. These are key ideas that they will definitely want to include.

Encourage students to think about what they want to include in their pitches for homework. Remind them to bring Student Resource 13.2, Outline: Organize Your Ideas, to the next class period, because they will need it to continue fleshing out their pitches.

CLASS PERIOD 3

6 30 Culminating Project Work: Outline the PitchStudents work together to plan out the content for their pitch.

Explain that in this class period students will plan out their pitch and create an outline of what they want to say.

Ask students to move into their project groups and work together on the section of Student Resource 13.2, Outline: Organize Your Ideas, titled “Outline Your Pitch.” Point out that the outline is not a script that students have to stick to; its purpose is to help them identify the key points they want to include and to put those key points in some type of logical order.

At this point, return students’ executive summary drafts, which they created in Lesson 12. Point out that students might want to use pieces of their summary as they create their outline.

As students create their outlines, meet with each project group to review their progress and troubleshoot.

7 20 Culminating Project Work: Assigning Production RolesStudents decide which role they will take on to produce their pitches.

When approximately 20 minutes remain in class, ask students to look at Student Resource 13.3, Planner: Creating Your Pitch. Answer any questions. Explain that by the end of the class period, students need to have decided on which role each group member will take. If students cannot decide, you will assign them to specific roles. Check in on each group to make sure students have selected roles before they leave



Step Min. Activity

the class.

Ask students to read the pertinent section of Student Resource 13.3 about their role. If they run out of time in class, students need to read this section for homework. Also make sure students understand that they will need their executive summaries later in the lesson, so they should keep them in a safe place.

CLASS PERIOD 4

8 10 Culminating Project Work: Discussing Production RolesStudents have a quick discussion about their project jobs, which they read about for homework.

Post the following prompts on the board:

My job is… For this job, today I am supposed to…

Make sure that students understand the responsibilities of their role by calling on a volunteer to complete these prompts based on what the student read for homework. Invite another volunteer to suggest any changes/additions to what the first volunteer said. Repeat the process for all four jobs. Answers should include the following:

Production Designer: pick out the template, put the slides together Visual Collector: find or create the images Audio Technician: learn how to record audio, help the group record audio (later in

the lesson) Scriptwriter: use the outline to write a script, help production designer put slides

together

Point out that all students should be busy during this class period. If students finish their assigned task quickly, they should ask the rest of their group members what they can do to help.

9 40 Culminating Project Work: Producing the PitchStudents begin to produce their pitches.

Direct students to any computers or resources they need and give them time to work on their pitches. Circulate throughout this time, troubleshooting and answering questions. Refer students to Student Resource 13.3, Planner: Creating Your Pitch as needed.

When about 20 minutes remain in class, remind students that they need to have chosen a template by the end of the class period. Make sure students stop their individual tasks to give the designer their opinion about which template to use.

Before students leave, make sure each group has selected a template.

CLASS PERIOD 5



Step Min. Activity

10 50 Culminating Project Work: Producing the Pitch (Continued)Students continue to produce their pitches. This activity focuses on the following college and career skills:

Effectively using technology relevant to a profession Demonstrating creativity and innovation

Begin by asking students to look again at the rubric (Teacher Resource 13.2). You may wish to project the rubric on a screen or provide additional copies for students to look at, as necessary.

Ask students:

Now that you have begun designing your pitches, what do you think will be the most difficult criterion for your group? What do you think will be the easiest criterion?

Invite a few volunteers to share. Then ask students to return to working on their pitches. At this point, groups should be actively putting together the slides for their pitch. The visual collector might still be obtaining or creating images, but the presentation designer, the audio technician, and the scriptwriter should be working together to create the slides. If enough computers are available, consider allowing groups to use more than one computer to create individual slides (using the same template) and then combine the files together.

Meet with each group during the class period to answer questions and provide guidance. Students should have a mostly-complete version of their pitch by the end of the class period.

If students finish their pitch early, encourage them to try reading the script aloud while viewing the pitch in slideshow form. That can help them to identify any potential timing issues in the script or places where they might want to revise a slide.

Tell students that they will be giving each other feedback in the next class period about their pitches.

CLASS PERIOD 6

11 30 Peer Feedback: Project PitchStudents share their in-progress pitches with other groups and get feedback.

Ask students to move into their project groups and pull up their in-progress presentations.

Distribute two copies of Teacher Resource 13.2, Rubric: Multimedia Pitch, to each group. Explain that in this class period, students are going to give feedback to other groups on their pitches, using this rubric.

Assign two or three project groups to work together. Explain that one group will run their slideshow pitch on their computer and read their script aloud while the other groups watch. The watching groups should use the rubric to provide feedback. Then the groups should switch.

Remind students that this is in-progress work, so there may be some elements of the



Step Min. Activity

pitch that are incomplete. Also point out that students will not be able to give any feedback on the “narration” criteria because students have not yet recorded their narration. However, students should give feedback on the script that they hear read aloud if they think the script needs improvement.

While students present their pitches to each other, circulate through the room, helping to facilitate the process so that each group gets to present to at least one other group.

12 20 Culminating Project Work: Revising the PitchStudents revise their pitches based on peer feedback.

Ask students to return to their own project group work areas and discuss what they learned from presenting their pitch to another group. They may have gotten helpful feedback from the other group, or they may have made their own discoveries as they attempted to read their script aloud. In any case, give students the rest of the class period to revise their slides and script. Let students know that in the next class period they will be recording their audio narration for their pitch.

If any students feel that they need significantly more time before recording their audio, meet with those groups individually.

CLASS PERIOD 7

13 50 Culminating Project Work: Creating the Audio NarrativeThe purpose of this activity is for students to begin recording their audio narrative. It also focuses on the following college and career skills:

Effectively using technology relevant to a profession Demonstrating initiative and resourcefulness in challenging situations

Groups will each need a quiet area during this activity to create the audio recording for their presentations. Prior to this activity, you may wish to select and arrange for designated areas at your school where groups can work on their recordings in quiet, without background noise.

Ask students to get into their project groups. Explain that students are going to work on their audio recording. Tell students that it is important that they record their audio in a quiet place, without background noise. Assign groups to the designated locations where they will work.

Refer students to Student Resource, 13.4, Audio: Recording Your Narration. Have group members read the instructions and the steps together. Answer any questions. Emphasize that since they may be working in a location where they have no direct access to you during the activity, they should make sure that they are clear about the assignment now.

Then have groups move to the designated recording areas and begin their work. Circulate among groups, answering questions that may come up.

At the end of the class period, have students congregate again as a class, and tell them that they will have an opportunity to make one more recording during the next class



Step Min. Activity

period. Suggest that if they are not satisfied with the quality of their recording, they may wish to practice their pitch script at home.

CLASS PERIOD 8

14 20 Culminating Project Work: Recording Final AudioIn this activity, students finalize their audio recording.

Before class, consider making additional copies of Student Resources 12.2 and 12.3, so that students can refer back to them when working on their executive summaries later in this class period.

To begin, refer groups to the rubric (Teacher Resource 13.2) and ask them to review the sections that address the audio recording. Then instruct groups to view their pitch with the audio, making notes in their notebook about slides they think could be improved and how to improve them. After they have viewed the pitch, have students share their ideas with their group and decide which slides need to be recorded a final time.

Then have groups re-record slides that still need improvement. Help each group find a quiet space where they can record. Students may also use this time to add finishing touches to their slides. Tell students that this is their opportunity to make all final changes to the slides in preparation for presenting their pitch at the ideas fair.

When time is up, explain that if students feel the need for more time to revise their pitches, they need to make arrangements to work together outside of class. At this point, students are going to finish up their proposals in class and turn them in. Their pitches will be assessed during the Ideas Fair in Lesson 14.

15 30 Culminating Project Work: Finishing the ProposalStudents finish their proposals by revising or re-creating their executive summaries.

Ask students to pull out the executive summaries they wrote in Lesson 12, which you returned to them earlier in this lesson. Explain that at this point, students need to choose one of their group member’s summaries to revise, or they need to work together to write a new summary using the best elements of each group member’s work. Distribute new copies of Student Resources 12.2 and 12.3 as necessary.

Ask students to begin by looking over the summaries created by each member of the group. In their groups, students should discuss the summaries using the following prompts:

One thing I like about this summary is… One thing we might want to change about this summary is… Now that we created our pitch, I think our summary should include… Now that we have gotten our interview results, I think our summary should

include…

Students should be able to recognize that even a very well-written summary will need some revision now that they have created their pitch and seen the results of their



Step Min. Activity

interviews. Meet with each group to determine if they will revise an existing summary or create a new one. Either choice is valid, provided students have good reasons for their decision.

Give students time to revise or write their summaries. Let them know they will have a limited amount of time in the next class period to finish it up.

CLASS PERIOD 9

16 40 Culminating Project Work: Finishing the Proposal (continued)Students pull all the final pieces together for their proposals. This activity focuses on the following college and career skills:

Prioritizing and completing tasks without direct oversight Utilizing time efficiently when managing complex tasks

Distribute copies of Teacher Resource 13.4, Rubric: Business Proposal, which students saw in Lesson 12. Explain that this class period is their last chance to do any revisions to their proposal, including the executive summary. Encourage students to use the rubric to guide their final revisions.

Allow time for students to work. Meet with each group to answer any final questions.

When about 15 minutes remain in class, ask students to finish up and turn in their proposals. Explain that you will return the proposals to them in time for the Ideas Fair.

17 10 Reflection: Project Ideas FairStudents reflect on how they feel about finishing their projects.

Ask students to respond to the following prompt by showing Thumbs Up if they feel confident, Thumbs Down if they are concerned, or Thumbs Sideways if they are neutral.

When I think about sharing our project at the Ideas Fair, I feel…

Call on a few students from each group (Thumbs Up, Thumbs Down, Thumbs Sideways) to share why they responded as they did. Take time to reassure students as necessary.

Assess the proposals using Teacher Resource 13.4, Rubric: Business Proposal. Keep in mind that the proposals will need to be displayed during the Ideas Fair in Lesson 14.

ExtensionsContent Enrichment

Have students develop more detailed pitches that would be appropriate for a crowdfunding website: pitches that include more financial information as well as the gifts or rewards offered to potential funders.



Offer students the opportunity to learn more about pitching/persuading/selling by having them read excerpts from Daniel Pink’s To Sell Is Human: The Surprising Truth about Moving Others.

STEM Integration Mathematics: Have students actually calculate what their start-up costs might be if they were to

launch their project business. Offer students several different “business loans” and have them calculate how those loans might impact their costs and revenue due to different rates of interest, payback terms, and so forth.


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